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KATHLEEN LANE: It's very nice to be here today, and I appreciate the opportunity to chat with you. We'll be together for about three hours today. Little bit less than that, and I have lots of planned time for

discussion. So if you're sitting by yourself, I hope you got a whole lot of personalities rolling in there so that you can have good conversations. And if not, you can move up and find a friend

We're going to be talking behavior screenings today, and in particular I want to couch this in terms of comprehensive, integrated, three-tiered models of prevention. Because one of the things that

you've probably noticed is your school site or at some school sites, there's different teams. Like there's teams devoted to academic concerns. There's a team devoted to positive behavior interventions

and supports. Often there's another team that deals with social and emotional learning, sometimes another team to deal with character education. And I'd like you to envision this as one

integrated model, because we're dealing with one kid. It's not like somebody shows up and one person's dealing with just their academic issues, another with their social and another with their

behavior. So what I'd like you to do is just keep an open mind to the possibility of constructing one multi-tiered system that's going to address students' multiple needs. And as part of that

it's very important that we find kids and give every child an equal opportunity to be found so that they can get the tier two and tier three supports that they need. So central to that, we're

going to go over this integrated model today, and we're going to talk about how to use behavior screening data as a reliable and efficient method of looking for kids that need more. And I do understand

some people are thinking, why the hell would I want to find them? I don't know what to do with the ones I have now. We're going to talk the last part of today about how to connect kids to existing

supports in your building, as well as how to realize what you don't have so that if you, for example, have large pockets of kids with internalizing issues that you might need to support, then

we're going to talk about how to connect you to evidence-based practices to bring in other supports to your building. So to start with, we're going to go over the model, talk about the importance

of screening, and we're going to spend quite a bit of time introducing five different screening tools. And then we'll talk about one approach for connecting kids to tiers two and tier three supports

Now in terms of the model, the logic behind this is the following: is that as we have looked over the last 20 years in education, I think it's fair to say that the job of teachers has broadened

tremendously. From the time that many of us were in school, the job of a teacher used to be teaching the kids academics. That's what you did. Kids suited up, they showed up, they came to try to

do the next right things, and teachers were supposed to work with them to address their academic needs. But now our job is far more broad. We look at what some people characterize as the

growing incivility of kids in our society, where we're seeing a lot more antisocial behavior tendencies in school. We're seeing a lot more kids that are struggling with internalizing issues as

well, so things like feeling anxious and depressed and, you know, there's a lot of pressure not just for teachers, but for kids as well. And so in response to that, people are concerned. People

are concerned about antisocial behavior in school, and I'm not just talking about kids who have behavior problems that are so severe they need to be in special education. There's actually less

than 1% of school- age youth that go into special ed under the label of emotional disturbance. But there's anywhere between 2-20% of school-age kids that have at least some mild form of emotional

and behavior disorders, so those kids are alive and well and living in general education. So we need to support general education teachers collaboratively with special education teacher

support to identify and identify these kids as quickly as possible, not to put them into special ed, but to empower them to be more successful in the general education context. So to this

end, we've been working to design an integrated model that would deal with kids' multiple needs so that when they come through the schoolhouse doors and they have maybe some strengths in certain

academic areas, but some difficulties in some others, and maybe they're not quite skilled socially in terms of interacting with their peers, but they're great with interacting with adults, we want

to make sure that we have a mechanism for helping those students. So what you see is a graphic depicting this comprehensive, integrated, three-tiered model. And I want to describe what I

mean by this and tell you a little bit about what we've been doing in terms of preparing schools to implement this type of a model in their school. This is just like any other tiered system

that you've heard about. There's different levels of prevention, and that is central to any single model that you bring in because it's absolutely ridiculous to assume that one size fits all. For

any woman who's ever tried on spandex, we know that's true, right? They say that it fits everybody. I swear to god it doesn't. So when we think about bringing in any kind of academic program

whether it's a reading program, a mathematics program, a core history, we have to expect that different people are going to need different types of support to master the content. So as part of

this model, we start with an academic program. And just by virtue of attending school, kids will come in and they're going to get hopefully this wonderful instruction. And it really shouldn't

matter if you're a third grade teacher in your classroom or your classroom or your classroom. The core content should be the same. We bring our own uniqueness as teachers, but we should have the

same experience for all of our kids because it levels the playing field. And it's even better if it's uniform throughout a district so that when kids move or change or we rezone, they're not behind

or they didn't get this content that somebody else got. So this is core academic programs, common core curriculum. The other thing that many schools do have or are moving towards is this

idea in the social domain of identifying what a key area of concern is. In the state of Tennessee, it's mandated that all schools have a character education program. So it's not just a good idea

it's required. So as part of that, they're supposed to find an evidence-based program that is instituted on a school-wide level so that all kids get access to those skills. Some schools will identify

things like bullying prevention programs, where they teach a desired skill set to every single kid in the building. So it doesn't matter who your teacher is; everybody's supposed to get this instruction

The goal here is to identify a program that suggests that if it's implemented with fidelity, I'm going to get these certain outcomes. And it's very important as you're thinking about, gosh, what

would that look like at my school, it's really important for you to look at the literature to see what works. And fortunately, there are sites, such as What Works Clearinghouse and IES, where you

can go and people have done the work for you. You can look up certain programs, and you look and look at the evidence to see what happens. And one thing I really urge you to check is when

you're looking at different programs, look to see what it did change. Because your goal in doing these types of programs is to get desired changes for student outcomes to have them either be more

engaged in school, have fewer office discipline referrals, perhaps better academic performance. But some studies have only studied teacher perspectives on change. So the teachers, the entire data

set may just be teachers' opinions about students' change. You want to know the real deal. Does that make sense? So the academic piece in this model and the social piece are curriculum. Those

are things that we teach. And then we have this positive behavior support framework, this PBIS framework. And there, as you know, is no cellophane. This isn't something that we unpackage and read

This is something that we build so that you develop a set of expectations that are appropriate to the values and the culture of your community. And that gets defined for kids, just as you've

learned through the years, so that if my goals are to teach kids to be respectful and to be responsible and to give best effort, then you're going to show them what that means in the classroom

in the hallways, in non-instructional areas like the cafeteria, in all key settings. Because long ago, when I was teaching and probably when some of you were teaching, you used to be what I consider

to be the captain of your classroom. So you went in, you shut the door, and you did your thing and you were the superhero of instruction. And then your kids left. But you were described

as being a really good teacher if you kept a lid on it and your kids didn't go to the office. Then you were a rock star, you get a little superhero shirt, probably comes with a cape: detachable

so that you can wash it. And we -- and that was enough at that time, but our job as teachers has become, as we said, so much broader. So now our job is to give the skill sets to kids to not

only be successful in our classroom, but other places, so that like when they go into the hallways, when they go to other people's classrooms, when they're in the cafeteria, we need to teach them

that everything counts. We don't want to accidentally tell our kids as part of our PBIS frameworks that you only have to be respectful to your classroom teacher or that you only have to be responsible

when you're in the classroom. Everything counts. How you treat the cafeteria worker, which our teams refer to as the culinary staff -- and my daughter in particular really respects those

people because I am such a horrible cook. When she was in kindergarten -- she's now 12. When she was in kindergarten, she came home and she said, I had the best thing I've ever eaten today. And

I'm like, what is it? She's all, it was Salisbury steak. And I'm like eugh, which describes the magnitude of my cooking. We're packing up because we're getting ready to move again, and I

was sorting through some things and I found a mother's day book. And it opened and it said my mom makes the very best hot pockets. I am a rock star. My daughter has learned respect for culinary

staff because of me. But our goal is to make sure that every child in every school understands that all adults carry key responsibilities: custodian, office workers, cafeterias, every faculty

member that's there. So I think about this behavioral piece as giving teachers the opportunity to give kids the skills they need to fully access instruction. If I as a teacher have a well

run classroom where I give kids opportunity to practice and receive reinforcement for meeting my behavioral expectations, I have more time to teach. And that feels so much better in my school

day to spend times on my curriculum and interacting positively with my kids than reprimanding and stopping and writing office discipline referrals. Because I don't know about you, but I

know for me, when I get to that point where I have to write an office discipline referral, I feel disappointed in myself that it got to that point. And then I don't know about you, but for me

it makes me replay, gosh, what could I have done differently? When should I -- when could I have interrupted this acting out cycle? And we're losing valuable instructional time. And this

is what our base program looks like: academic instruction, social skills instruction. We use this positive behavior framework to gain time to actually teach these things. And we should fully expect

that it will not be enough. There's no silver bullet to suggest that that's going to work for every kid, because if so, they'd all be Stepford children. They'd be little plastic people and they'd

melt during lunchtime. The reality of it is is there will be kids that need more, but that does not mean that they're a tier two kid or a tier three kid. That means that they have specific

needs that require tier two support or tier three support. So if you took my profile, I think I'm pretty good academically. I'm pretty smart and can manage most things. But anybody who knows me

will tell you right here, this is a bit of a challenge, the old social skills. Hi, my name's Kathleen. That looks like fun. Can I play? Probably not the most fluent skill set, but that's why I

publish a lot, because I don't have to go out and interact with people, and that's very helpful in my job. But if I was a kid in school struggling socially, then I might get some type of

social skills instruction to give me the skill sets I need to interact more successfully with kids. And not just in the playground, but so much of school is social. You know, when we do cooperative

learning, when we do think, pair, share. Good instruction requires interaction with other human beings. So we need to think about that an interplay. The other thing we can think about is

behavioral supports in conjunction with academic supports. Like let's -- how many of you benchmark on academic performance, where you're doing like AIMSweb or DIBELS? Could you raise your hand

We still love you if your hand's not up. So in benchmarking for academic performance, we look three times a year, fall, winter, and spring, to see how kids are doing. And if a child is not responding

to your primary prevention program, then the deal is you keep them in primary prevention, but you add on additional support. So it might be that they get a tier two intervention that involves

30 minutes of additional instruction four days a week, and repeated readings. But let's pretend like all of us, you guys at that first table, and me, we're all in a classroom together and you

are the teacher. And we all have been identified as having tier two needs, and you're going to work on our reading fluency. Just because we're all sitting at that table does not mean we're

having the same experience. Somebody might be really shy, and they're just praying the whole time they never get called on because it's like, oh my gosh, what if I get it wrong? If I get it wrong

I'm not going to feel really good. And if I feel -- I don't feel really good, then I'm going to feel embarrassed. When I'm on the playground, nobody's going to want to play. And if nobody wants

to play, I'm going to be socially isolated and I'm never going to get invited to the prom. You ever do that? You're watching, woo, there it goes. And that anxiety prevents you from being

able to listen to what this teacher's saying. And then there will be kids like me and my son, whom I love and adore. Nathan is 16. And we have the attention span of a gnat. I can be in what I

think is a meaningful conversation with him about something, and he will say things like, wouldn't it be awesome if a salt and pepper shaker had a connector, like pointed in a V and you only had

to shake it once? And I'm thinking, were we not just discussing something else at this point? But his experience would be different in that reading group. So we definitely need to move forward

with the reading group, but then we would need behavioral supports. This person might need an opportunity to increase her rates of participation, increasing her opportunities to respond, but in

a way that removes anxiety. So you might as a behavioral support say, before we go into our reading time today, I'm going to give you six Pogs. Do you know what Pogs are? Little circles and they

have sports teams on them and kids trade them. You might say, I'm going to give you these six Pogs, and I promise not to call on you at all today. But I need you to participate six times in this

20 minutes. And every time you participate, I just want you to move a Pog to another pocket. Now she's in charge. She can participate when it feels comfortable for her, and the anxiety's

gone and now I can listen to what you're saying. I liken it to the one time I played soccer for one season. And let me be very clear: my cleats were white at the beginning, and my cleats were

white at the ed. And damn if they didn't look good. I was in middle school and that was back in the day when soccer teams had the stripes. And my whole objective for playing soccer, by

the way, was to make sure the stripes lined up. So I really couldn't run the risk of running a whole lot, so I'd be -- because I'd be running, trying to pull my socks up. I spent that entire game

the entire season trying to like avoid running. And I did not want any contact with the ball because I really wouldn't know what to do. And it was horrible. I was terrible at it. My dad was a

ref and he just kept yelling, run, damn it, run. And at one point, I did make contact in a game with the ball. I kicked it and it went probably it felt like 100 feet up. It was probably ten, but

I thought, oh my god, he's going to be so proud of me. and I look at him and he's like -- he's like, out, not up! Out! And it was the best experience I could have had because I truly sucked

But I only had to do it one season when I was 11. When I think about kids that struggle and are not good at certain skill sets, they have to suit up, show up, and try to do the next right thing

seven and a half hours a day for 13 years. Can you imagine how that would feel to be trapped in a soccer game like that? I think about that all the time. So that behavioral support is an

easy access, is a way to help them participate in a way that feels comfortable. For a kid like me, if I have tier two needs with impulsivity, my support might be helping me to access that reading

intervention by saying, I'm going to give you a self- monitoring program, Kathleen, and I'm going to help you to stay engaged on our task. And it could be a little checklist of what I'm supposed

to be doing, and we can have these forms. And I'll show you some examples of these so that I evaluate how I'm doing and my teacher evaluates how I'm doing. And if we match, that's even better

Make sense? But it's not that you're saying bring everybody to the table and let me give you a personality transplant. We give behavioral supports as we are teaching, so it's not a stop teach

to fix this to bring it back. They need to go together. Some kids are also just brilliant, but they cannot organize their way out of a paper bag. And so their interventions may be things like organizational

staying organized, making sure that they are able to get their papers in and turned in on time. And tertiary supports absolutely need to be reserved for the kids with the greatest need. We

simply do not have time to do this really super high intensity for every single kid in the school. Because these are things like functional assessment-based interventions, or family-based interventions

These are time consuming and they're expensive. And if a kid needs it, I absolutely support that, but my goal in a school would be to build green, find kids quickly that need tier two, and do things

like check in and check out and social skills interventions and the like to prevent a lot of kids from needing tier three. Does that make sense? Because it's a graduated system of support. And

that, I think, probably makes sense to a lot of us. Give kids what they need at the earliest possible juncture. Because if I wait until they get really good at being really bad, either academically

socially, or behaviorally, it's so much harder later to fix issues than when the first sign of concern presents. But central to this model is accurate detection of who needs what. We want

to make sure that 100% of the kids in your schools have an opportunity to be considered for extra support behaviorally. Just like we screened for academics, there needs to be some parallel way

of finding kids who are not quite fitting. And this is challenging because we as teachers, we're not trained as school psychologists. We're not trained as counselors. And we have questions about

like how much is too much? Like how much hyperactivity is too much hyperactivity to be outside the realm of normal? How quirky can a kid be like in their social interactions and still have that

be considered okay? So one of the things I'd like you to think about right now, and this is where you're going to talk to your own personal friends or the real people surrounding you, is

that I'd like you to figure out what your experience is with these three-tiered models. Are you in schools that have them? Do you do the separate systems for RTI and PBIS and social skill? Are

you working to integrate those? And if you could talk for just the first five minutes about how you're doing with three-tiered models at your schools. And this is the part where you talk out loud

So, in walking around and listening to some of your conversations, I heard things like some schools are realizing, wow, we do have all three pieces: a bullying prevention program, they have PBIS

and they have RTI. So their conversations were about how to pull it together. I heard another group talking about issues of sustainability, that, you know, they had training, they put it in place

but as administrators change or as teachers leave, there's not a mechanism for making sure that it becomes part of regular school practices on an ongoing basis. I heard at least some evidence

at every table I stopped at that people have pieces of this. And I'm excited to hear that so many of you are open to the idea of connecting these. So as you're thinking about connecting these

I'm going to suggest to you that you consider the possibility of being as explicit about behavior as you are about academics. And I mean by that is that we look regularly to see how kids are doing

We've all -- I don't think anybody in this room would fight on the issue of reading is very important. Keystone skill, kids have got to be able to learn how to read to access other curriculum. That's

in part why we benchmark three times a year at the elementary level to see how kids are progressing in their reading instruction, because we value that so much that kids stay on track. Some

schools have built-in benchmarks for math and for writing. And those are very important too because these are skills that we value. I think behavior has to be as equally important because how you

behave in this classroom context is important, but it's also important in a more broad way. If you look -- Broadway, I'm going to sing now. Da-da. Okay, so if you think about like what you

want even in terms of people that you work with, I overheard some people out there that work, you know, in this building complaining about another employee. And of course trained observer, do

do-do-do-do. You know that bionic woman that has that ear thing that comes out. You're not my age, I guess. Okay, 70s, remember? Do- do-do-do. Okay, some of you are with me. Thank you for playing

So in listening to their conversations, it just continues to strike me that your ability to get along with others, to set goals, and to be productive influences so much not just in your learning

but how successful you are in the employment place, how successful you are in relationships. If you go back and look at most major fights, they surround issues with communication and follow through

and sex, which is a different topic for another day. But behavior really is important. We have to teach kids that the skill sets that they need to be successful within and beyond the school setting

So related to that is figuring out how to find these kids. If you take the time to put in school- wide screenings, they can do two key things for you. One is if I begin the process of screening

all kids in my school, like for reading, I can get a snapshot in time of how my kids are doing in terms of reading performance. And you get percentages of like these kids. This percentage of kids

are fluent readers. These are maybe mild remediation. These have intensive needs. It's the same idea for behavior. It gives you a snapshot of the overall level of risk. The other benefit

is if you screen a couple of times a year, it allows me to figure out which kids are struggling, those kids for whom primary prevention efforts are not enough, kids that need a little bit more

instruction to become more successful. And I think about it all the time from an academic perspective. I cannot imagine a teacher getting upset at a kid because they need five more trials at learning

how to write the letter A in cursive so that it touches the top of the line and the bottom of the line and it's not hanging over. If you had a kid that had that need, you would help them. I

remember being in fifth grade and I was being taught how to use a protractor. And I don't know what was wrong with me. It was the third day of instruction and I couldn't remember how to start it

You know, like the little circle that's in the middle, you're supposed to put your pencil there. I just -- I walked up and I'm like, I know you've taught me this three more -- for two days, and

I just can't remember. Shakes the protractor and she knocks me on the head with it. She's like, you got anything going on up there? And I'm like, no, I don't. That's why I'm like soliciting help

Could you show me how to start it? And she laughed. It was over and she's like, right here. But I needed more instruction than the other kids in my class. And so she gave it to me. And you

know what? I have never forgotten after that how to start that protractor. If kids need more, we give it to them. My concern is just wanting to make sure that my decision-making is accurate. And

I have some concerns with how we're currently looking for kids that need more. My biggest fear as a mother and as a researcher is that we are missing kids. I do not worry about like screening

in a kid because this is not a medical decision. We're not giving anybody chemo. Nobody's getting brain surgery. What are we doing for kids that get tier two and tier three? Extra instruction in

writing, extra instruction in reading, extra instruction in organizational skills, some strategy to help me stay more engaged, some strategy to help me participate more. Those are all good things

And if money was no object and resources were no object, I would do it for every kid that needed it, right? The question is, what about the kid that I miss? What about the kid who doesn't

quite build mastery on a core feature in math, doesn't quite get the greater than and less than sign? And so that's a stumbling block for them. What about the kid who really struggles with written

expression? That's really a problem because by the time kids get to middle school, writing becomes the primary vehicle for showing what you know. It's not discussion. You write it. Kids have got

to be good at that. That's why we're also going to evolve to have really tiny, pointy fingers so that we can do all our texting. I'm just kidding. All right, so here's what we've got currently

as indicators of behavior that a lot of people look at. Now in that model that I was describing to you, where we put it all together, these are data from one school that started to put it all

together. And these data looked at quarter one in the first year of implementation to quarter -- excuse me, the first year, which is their baseline year, and then their first year of implementation

So imagine this like snapshot in time. When they were first looking at their data as far as would this make a difference for kids wanting to be at school, and this is elementary because

a lot of people will tell you elementary age kids can't control being on time to school. And for those of you who are parents, do we believe that? I don't believe that. We used to live

in this three-story house, so there was a second story, a first floor, and a basement. And I have this rule for my kids because I travel a lot, that when I'm home, we have breakfast together every

morning and dinner together every night. So I wake them up early, we bond at the breakfast table. And a friend of mine is like, what happens between the time they go to sleep and the time you

wake them up for this extra breakfast meeting that you need to know about? I'm like, they could have had a dream. You know, I just want to hear from them. We come to the breakfast table, we

dismiss them to go do their things, and I always say the same routine to my son. Nathan, shoes, socks, hair, potty, teeth, get in the car. And he'll come downstairs like five minutes later with

one sock and be like, mom, did you ever wonder about like how much you weigh if you were in the moon? Nathan, shoes, socks, hair, potty, teeth, get upstairs. And he comes down and it takes forever

to get that kid in the car unless it's band practice or something in the morning that he really wants to be with. I can't even find him. I'm like, somebody check the basement, somebody check upstairs

Who can find Nathan? I look, go outside in the garage, he's like sitting in the car in the dark. He's like, I'm ready! When kids are motivated and want to be someplace, they find a way to

make it happen. And I'm not saying kids are exclusively responsible, but we have seen multiple patterns like this that -- and I can't call this causal because this is not a randomized trial, but

we see these trends. We saw a decrease in the rate of absenteeism and we saw a decrease in the rate of tardiness. At one middle school -- this is an elementary school. At one middle school

it was hilarious. We looked at their tardiness to school over time, and it all but dropped off. Their plan that's part of their CI3T model involved instructional videos at the very beginning of

every day, just short two to three minute videos. They were made by students for students. And you never knew if you were going to be in the video. And they were set to music and they were really

fun. And if you were late, you missed it. So attendance completely improved at that school. It was a brilliant idea on their part to structure it. So schools can look at attendance data

Schools -- how many of you use SWIS data as a recording system? Great system. And as long as it's implemented with fidelity, it gives you great information. And we've seen these trends that many

of you have probably seen in your schools: decrease in minor offenses, major offenses, and overall offenses. If you have a reliable system for using office discipline referral data, that's

excellent. Many schools do not. Many schools it's arbitrary as to when an office discipline referral gets filled out, and that's challenging. Because I could do the same behavior in your classroom

and in your class, and if you fill out the behavior referral and you don't, it looks like I'm better behaved in your class. But that's not it. What is it? The problem is it's a measurement error

It's not being done consistently. The other challenge I have when thinking about this as the only system for measuring who needs behavioral support is the concern about kids with internalizing

issues. Most kids with internalizing issues are not going to do anything that's going to yield an office discipline referral. So if your only approach for finding kids with behavior challenges

is to rely on ODRs, I think it could be a reliable system for looking for kids with externalizing issues, but anxiety, depression, somatic complaints where you feel sick, those are not going to

get picked up. And I'm very worried about those kids because if you look at the kids who are having, you know, major problems getting through school and eventually other issues, that's problematic

So these data that I just showed you I think are good in some ways, but they're limited. The problem of reliability and measurement issues with ODRs is a concern. And we have the potential to miss

kids with internalizing issue. The other main issue I have with that being the only way we look for kids is that you have to wait for a teacher to fill that out. So you have to accumulate

so many ODRs before you get help. And in the spirit of prevention, that doesn't feel like prevention to me because I'm waiting till you mess up X number of times before I help you. The

possibility of doing behavior screenings is I'm not waiting for you to mess up. I'm going to look for you three times a year. And it's not to look for you to -- it's not like a gotcha thing. I'm

looking for people who might need support to have school be a better experience for them. So it's not tied to a label, and instead it's tied to this. it's tied to these range of options. And

in the handouts that are posted on the website, I know some of you downloaded those and I appreciate that. And we love you even though you're tree killers. There's a little handout that has a summary

of these, and I'll show you a book at the end that will also go over these. But so if you can just kind of relax and think about these in terms of the possibility of what this might look like at

your school. But these are six different screening tools, and I'm going to begin with some of the older ones that were initially developed in 1992 and kind of walk you through what's been developed

to date. But there a number of screening tools available. Some cost nothing and take ten minutes. Some are a couple dollars per child over the course of a year. And some are two or three

dollars per class. So they range in terms of what I would consider to be key dimensions of time. Some of them take only ten minutes. Some of them can take 45 minutes. And cost, which is another

mediating factor, so you might want to think about both those. The thing I want to really emphasize to you is, having been a classroom teacher -- and I love my husband. He's the greatest

man in the world. And I always tell him his next wife is going to be 22 and totally hot and is going to cool because he really deserves it. But he and I, you know, are often at odds on what is

expected of teachers. Having been a teacher, it's difficult to explain to somebody like what a challenging job it is. In my opinion, there's no greater honor in having a job than being a teacher

But it's also hard for people to understand the intensity of the job. It's one of the few jobs in the world I can think of that you can't go to the bathroom when you want to go to the bathroom

And as a middle aged woman with limited bladder control, I just want to say that's an issue. So when I'm asking teachers about screening, time is super, super precious. When my son was two

and a half, he came up to me like this. He's like, this is for you. I'm like, what is this? He said, time. I'm giving you my time since you don't have any of your time to spend with me. Ouch. This

is now recorded, Nathan, so you can hear that forever. But you know, time is like -- to give your time is huge. And so for me, when I think about screening, I'm very protective of teacher

time. So you're going to hear me talk about it a lot. It's not that I think teachers are unwilling to give time. I want to protect them from themselves. They need to get some -- they need to give

information and get it back quickly enough to inform their instructional programming. And I think about that as being a socially valid screening tool, taking a little time, not being too labor

intensive, but giving the information I need to inform my instruction. But on the other hand, it has got to work. If I'm going to ask teachers for ten minutes or 45 minutes, it absolutely

has to be psychometrically sound, which means it needs to be accurate in terms of which kids we are saying need extra help and which kids do not need extra help. And those are two errors that

we're going to make. Sometimes we're going to have what's called false positives, where we screen a kid in for tier two or tier three who really didn't need it. And frankly, I'm not that worried

about those mistakes. I'm more worried about false negatives, kids that we say don't need this extra when in fact they do. So that's my bigger concern. So as you're thinking about these

screening tools, I'd like you to make sure that in your mind, as you're listening to this and talking with each other, have this in your mind as a continuum. Is it socially valid for my staff

and faculty? And is it rigorous enough to give me the results that I want? Right now, I'd like you to have a quick conversation to think about how do you currently look for kids in your building

that struggle? How do you find kids that you think are at risk behaviorally, either with internalizing issues or externalizing behavior patterns? How do you find those kids, and what do you do

to support them when you do find them? And if you would again take five minutes to have that conversation. Thank you. As you're thinking about how you find kids, a lot of people are realizing

that they're waiting till kids have a problem, and that's how they're finding them. And it's okay, we still love you and you're going to be allowed to come back next year, but I'm glad to hear

so many people are considering the possibility of like something's missing. Because a lot of people sound like you have the primary prevention pieces in place. Many of you already have these three

parts. They're not connected yet, but you have these practices in your school. And many of you are talking about we've got these tier two supports now available. Like we've got check-in

check-out, we've got reading groups going. Some people have mentoring programs going. But the link about how to make sure that every kid is considered for these supports is missing. So I

want you to think about this in terms of equal access. It is simply, in my opinion, too much pressure for a teacher. I think about it all the time, like when you walk into a classroom, everything

you've got to do in a day. You've got these, you know, hot lessons that you've got planned, you've got all these things done, and you've got to deal with the fact that this kid's just coming back

because they've been absent and they need makeup work. And this kid just threw up in the corner and this kid's got speech at two. And somebody has lice and this mother just dropped in. It's

like it's the most exciting job in the world because it's this huge dance of like 90 million things going on. And I think about some teachers have been in buildings for a long time, and they know

their programs. They know all the extra supports and who runs what and what kids can connect to them, and they do a fabulous job of that. I think about the new teachers that roll in and

they've figured out where the lounge is and where their classroom is and the restroom, and that's it. It's very hard to know what's available at a school because most schools do not have a blueprint

that lays out here's all the tier two supports we do, or here's all the tier three. We really need to make it more transparent. And some kids get extra supports because the teachers are connecting

kids to those supports. And some of them get them because they have parents that advocate for them. They know how to work the system. But we really need to support 100% of the kids so that

these -- and you do these data sweeps three times a year. And I heard a couple teams talking about the fact that they're already having regularly scheduled data meetings. This would just be another

source of data. When I talk about these screenings, the thing I want to emphasize is these are not things you do with a kid, so it's not like you're testing them like you do with a curriculum

based measure. You are interacting with a piece of paper and your thoughts about these kids, so it is teacher impressions of these behaviors of kids. And some of you may be worried that it's like

gosh, is that reliable? I'm going to show you great data which will make you excited, probably not as excited as I will be, but I will be excited enough for all of us, that teachers are highly

highly accurate tests in terms of who's going to have trouble later. And so if we pay attention to that and have a formal vehicle for looking for that, we don't have to wait for those

negative outcomes. We can connect kids to supports at the first possible sign of concern, and that's our goal. We don't necessarily need the label. We just need to get the kids to the support

in a problem-solving fashion so it's not seen as, man, this kid's a hot mess and, you know, what can I do to get them out of my class? That's not the goal. The goal is to figure out, what can I

do to support this child while teaching? So as you're thinking about that, I'll be turning my clicker back on for the second half of this presentation. So let's think about some specific

screening tools. There are a number of them out there, and I'm going to give you the reader's digest view of these and how you can use these. I'm going to need to use my pointer a lot and I want

to just tell you I have a tremor in this hand, so I apologize. It's like the little bouncing ball. I don't want you to think I'm super nervous. So as we look at these screening tools, I'm

going to start with this first one, which is called the systematic screening for behavior disorders. It comes in this yellow book. How many of you have seen this before? I think some of you mentioned

that you use this. That's great. So this is reproducible. You can buy this. It's about $150 and you make packets essentially. And I'm going to show you what some of these forms look like. It takes

about 45 minutes to do stage one and stage two, and this was initially norm for use at the elementary level. So it is a multiple gating system that begins like this. I'm going to just explain

this to you and then walk you through some of the forms. If you decided to screen with this, you would have these screenings during regularly scheduled faculty meetings, so you wait four to six

weeks to get to know the child. And I have, you know, some friends that are researchers who have not been teachers, and they -- somebody at one point at a conference asked me, do you think really

six weeks is enough to notice a kid that has a behavior problem? And I was just like, six weeks, six days, six minutes. I mean, some kids it's like, come on in. But we need to have it done in

a standardized way. So you're looking at four to six weeks. Then you have a regularly scheduled faculty meeting and teachers would come in with a list of their kids in their classes. And

this is, again, has been normed for use at the elementary level. There are research teams in Utah working on ways to adapt this for use at the middle school level. And then they're given

this packet to guide the screening process, so they're given a definition of externalizing behavior patterns and another one of internalizing, because those are both of the big, broad disorders

of childhood. So externalizing behavior patterns are things, acting out, noncompliance, out of your seat, more boisterous. And then internalizing is completely turned in: anxiety, depression, you

know, social anxiety, that type of thing. So then what happens is the first step is to sort kids into one of two piles, most like this boisterous side or most like this internalizing, shy

side. And a lot of teachers initially are like, wait a second, these are awesome kids, I love them. And it's like we tell them all the time, don't worry about it. Just like if you had to pick

like which side would you put me in at this point, knowing me right now? Everybody's like, over there. That's right. So I would show up on this list. The next step is then you rank order

these kids from most like to least like. You only can be on one list. So if you think I'm a total hot mess, she's like really noncompliant, hyperactive, but also looks like she's a little depressed

you have to pick. And then you rank order from one to ten on both sides. And then just the top three acting out kids and the top three shy kids pass through this first gate. And then the teacher

fills out additional measures on those kids. So let me show you what this looks like. So this is -- the packet would include information on internalizing and on externalizing. So the kids

get sorted into those two piles and then rank ordered from most like to least like on both sides. So these would be my top three internalizing issues for kids -- or kids that have those challenges

And then these would be my top three kids with externalizing behavior patterns. And the key here is they have to be mutually exclusive lists. You cannot put one kid on both lists. Then

for just those six kids, the teacher fills out two additional screening tools. One is kind of like behavioral earthquakes. These are things you would never collect baseline data on. And I've done

this a million times, so it's things like steals, sets fire, vomits after eating, molests other children. So you don't collect baseline data. One is cause for concern, true? Then they fill

out two other measures. These are lower intensity behaviors and higher frequencies. And they're looking to see what adaptive behaviors do kids have and what maladaptive behaviors they have. Because

sometimes you have higher than average maladaptive behaviors, but you've got enough adaptive behaviors that it kind of balances out. I'm hoping that's me. And they look at those together

both of those adaptive and maladaptive, and then there's a little decision tree that you work for -- work through to score each one. And again, it's just six kids in each class that you're scoring

And that whole process takes about 45 minutes because you're looking to see who exceeds normative criteria. Like are these kids doing more than what is average? And it's normed. There is a third

stage that involves direct observation, but I don't know any schools that actually do it. So you take those results and here's one way you can use this information. These are data -- remember

I told you that schools screen three times a year? You know how the honeymoon wears off about October? So when I've looked at -- you know, we monitor data on over 30,000 children, so the trend

is this. Risk increases by winter and then comes back down a little bit by spring. Because you think about you remember like the first days of school as you get a nice dress, you shave

both legs, you show up, everybody's positive? So and then by wintertime, you know, you're wearing the same pair of jeans four days in a row and you've got a whole wagon of diet coke behind you

and it feels all right. So we're changing too. So here is longitudinal data for one school. These are data, those are wintertime points. So in this school, this is winter 2007 for externalizing

and this is winter 2007 for internalizing. So we're going to look over at those first three bars that are blue. In this, they pass 60 kids through the first gate. So when teachers came and nominated

those top three kids, there were a total of 60 kids that passed through that first gate where they filled out the extra rating skills on them. Of those kids, only 13 kids exceeded normative

criteria, were higher than average. This percentage, that 6%, that means 6% of all the kids in this school that were screened were higher than average on externalizing. So I get the snapshot in

time at looking at risk in my school, and now I know here are 13 kids I need to look at other data, like how are they doing in reading? Are they showing up for school? What else they've got going

on. And then I connect those kids to a tier two support when they come back in January. But look what happens over time at this school. This was 6%. The next year, you see how that bar

gets bigger? That's because enrollment increased at that school. So now three kids from each class, 69 kids passing through there, and now the percentage is 3.5%. So do we see a decrease? We see

a decrease, right? It's almost half. And now I've got those seven kids that I need to support. And many of those kids will go on to do a tier two or a tier three. But this is how I can make good

decisions about who should I allocate my behavior specialist time to support with a function-based intervention. But I might find out that one of those kids has simply not been at school

for forever. And school, you must be present to win. So if you've got a kid with attendance issues, I would start with that before I would start with the function-based intervention necessarily

But I would look at the reason why they're not coming. Now looking over here at the internalizing side, I see 17 kids exceeded normative criteria. And this is almost 9% of my kids, so I

would support them in the first year. And then over time, you see these percentages drop. And we see this pattern in a lot of schools. And my theory behind this, although I'm still working on

this paper right now, is that -- and it's particularly in larger elementary schools. When you have this program where you're teaching what you want in terms of social competencies or bullying prevention

skills and you have good academics, and now I've got some type of positive behavior intervention support framework, I get recognized for meeting expectations. Because a big misunderstanding

a lot of people have is that kids should only get PBIS tickets if they go over and above. That is not the deal. You do not have to be teacher of the year to get a paycheck. You do not have to

be a superstar. If you are meeting expectations, good is good enough. And if that doesn't feel comfortable, we can talk about it during one of the breaks. But I think that reduces the anonymity

of a lot of those kids because now they're getting recognized for meeting expectations and not having all that pressure to have to be a superstar. So this gives me information as an administrator

and as a decision-maker at my school to see what risk looks like in the building by doing these snapshots in time, and then seeing which specific kids need assistance. And I wouldn't use just

these data. I would use them in conjunction with other data. But it helps me to make sure that every kid's considered. The other thing we share with schools is this. And we had a session

earlier today where there will be some schools that will be invited to participate in a project later. We just had a planning meeting today, so if you're interested in learning more about that

let me know. But this is another way we give information back to schools. So this is kindergarten kids, first, and second grade kids. And there's talks about the number of kids who were screened

and who was missing, meaning they weren't on the rosters of the kids nominated, what number and percent had additional need, and then what was their area of concern, either internalizing or externalizing

Now when I look at something like this, kindergarten, you know that first transition into school, so, so important. If I was a principal or on a leadership team at this school, I would hope that

I would have First Steps to Success, which is a program out of Oregon developed by Hill Walker and colleagues. And I would implement that intervention to prevent antisocial behavior, and that -- those

are the three kids I would support right there. Some schools when we give these data back, I had one teacher that came up afterwards, she was like, oh gosh, I was thinking about retiring, but

I feel so much better looking at second grade data. She was a third grade teacher. She's like, I can hang in there for another year. It just happened to be a really rough cohort and the percentage

of risk in second grade was so limited, then she wound up staying for five more years. But I just feel like data can be useful in so many different levels in terms of shaping it. So that's the

targeted one for -- I would recommend it as a tier three program. It's called First Step to Success, and it's by Hill Walker out of University of Oregon. And actually, there's a lot of evidence

behind that. They've done single case studies to show it works, and they've done large-scale randomized trials. And they've done twin studies, so if you're interested in that, I can -- and I think

we wrote a chapter looking at putting it all together. But it involves there's a home component and a school component, so essentially you find these kids, you screen them, you find them

and then you do more explicit instruction for these kids. They earn points for the other -- you know, for the other kids in the class. And it's all tied into a PBIS system. And then after that

program starts, then you start working with the parents. So the kids hear it in school, this is what you should be doing. This is how we do it at school. And then you go into the home setting and

you teach parents the same skill sets, so then kids get reinforcement from all key stakeholders. It's really, really effective. It's time consuming, and that's why you've got to, in my opinion

be really cautious in how you use those resources. Make sense? Other questions? AUDIENCE MEMBER: Is there something like the screening tool that we can incorporate [inaudible]? KATHLEEN LANE: Yes

as a matter of fact. And that was a very nice plant because our next screening tool is going to be the downward extension of this exact one for use at the preschool. And it's called the ESP, which

is the Early Screening Project. And we're going to go to that one in just a moment. And then we're -- there's also another one, remind me to explain it when we get there, called the SDQ, Strengths

and Difficulties Questionnaire, that's specifically normed for preschool age. Other questions about this one? So just to reiterate, sort your kids into two groups, rank order, top three from each

goes down, and then we have information like this to connect kids back to supports. And you can look at each grade level to see where concerns are. And then like kids here, like in fifth grade

it's only two kids that they're really struggling with there, but I would make a very strong effort to support those kids intensely before they go to middle school. So I would do something like

a middle school boot camp for the whole school, where here's the expectations that you're going to, here's what elementary school was like, here's the school you're going to, and I would do something

extra for those kids. So this is a way, again, not to punish kids or to tell parents your kids aren't doing well, but it's to do problem-solving so we can support those kids. Occasionally

and this is not a trend I see a lot of times, but some schools when they implement this, it's such a profound change from what was typically taking place that they do compare fall to winter. And

this is data from one urban school. And in just three short months, this is the percentage of kids that screened in with externalizing in the fall, and here's winter. And then a really dramatic

drop in terms of internalizing. So what they did is they put that whole CI3T model in place, they let the program run, and then they did their second screening. And then they worked with

these 24 kids and these six kids and hooked them up with different support, always with parent permission. You can't do anything extra with kids without informing the parent. So there's

multiple ways to look like -- look at that. And then to answer your question about preschool, this is the instrument, the ESP. And it's very, very similar to what I just described, but the idea

of sorting and filling out additional ratings is the same, but the measures are different. And they were adjusted to reflect the expectations of preschool. So like one of the measures is aggression

A lot of it looks at social interactions. And they made this whole part optional, that stage three, based on the lessons that they have learned from that first screening tool. And this was also

developed by Hill Walker and colleagues at Oregon if you're interested with that. And it was published in 1995. So I'd like you to think about these two. I'm sorry, yes ma'am? AUDIENCE MEMBER: [inaudible

That's a good question, and no. So what we're going to -- and we're going to talk about that the second half of this conversation today, mostly me talking and you listening. Sorry about that. But

basically what it's going to be is you screen your kids fall, winter, and spring. And I'm going to encourage you to have more of a fluid system of when kids go in and out of interventions. There

may be some kids that will stay in tier two the entire year, and may even get an extra like tier three in spring. But I also don't want it to be like Hotel California, where you check in and you

never leave and kids are trapped in tier, little bars. You know, we want to make sure that we are looking at data on regular intervals to make sure that the kid only stays in as long as

they need it. And if they're not responding, like if they need something more, they might go back to, you know, getting tertiary support. But if they are responding, then we would fade that intervention

out and return just to primary. And I'm going to show you some explicit ways of looking at that, but there is not a pat answer of it should be six weeks, it should be eight weeks. It depends on

what the kid needs, what the intervention looks like, and how that child's responding. So anything you do extra for a child, I am going to tell you you need to progress monitor on them

And it's going to look different for behavior than it does for academics, but we have to see if it's working. It's like I think Weight Watchers is a really great program, and I signed up for it

And it's on my phone. And it's on my phone. I am a member of the YMCA. I also really love that, and I drive by it two days a week. I have not lost a damn pound. And the reason why is treatment

fidelity. I don't -- I love this, I love my little self-monitoring app, but I don't use it. And I don't go to the gym. You know, I'm sucking down the frostee from Wendy's as I'm driving by and

thinking, I really should go. And treatment fidelity, like programs don't work often because people don't do them. So one of the things we're going to talk about this afternoon also is

if you are going to put any support in place in your building, primary, secondary, tertiary, you have to have some methods of monitoring whether or not it's happening. Because otherwise, it's

just like some kid talking about his sex life in high school. Maybe it happened, maybe it didn't. You really need the data. And that joke is no longer funny now that I have a son in high school

to be very clear. So I would like you to, if you would please, talk for just a couple minutes about the SSBP and the ESP to see like what do you think would be the strengths of doing that

multiple gating system, what do you think some of the challenges would be? And if you would, just talk for a couple minutes, like about three or four. I'm going to go ahead and introduce

a couple more screenings to you. This next screening I think you'll like because it costs nothing and it takes ten minutes to screen an entire class. Very, very short. One piece of paper. This

is called a student risk screening scale, and it was developed by Drummond, a man at the University of Oregon. And this is very, very simple, and it's imperative that nothing be changed. Here's

what happens. It's a seven-item mass screening tool, and it was designed to look for kids that have antisocial behavior tendencies. So what happens is every single kid is rated on just these

seven items. You cannot change any of these items, like you can't cross out steals and put in bullying because that's a problem. These are the items: steal, lie, cheat, sneak, behavior problem

peer rejection, low academic achievement, negative attitude, and aggressive behavior. And then every kid is rated on this four- point Likert scale from never, occasionally, sometimes, to frequently

being a three. Now here's the part that's going to bother you. There are no operational definitions. But let me show you this. And these are not defined to say never means they steal one

time before winter break. And this has amazing predictive validity. There have been some teams that felt like, gosh, we really need to define this for teachers, and it actually destroys the predictive

validity. Teachers are the gatekeepers in the school. And remember that you as teachers, if you are a teacher, you have seven and a half hours of awake time with kids in task demands that parents

never see. So you are amazingly accurate when filling these out based on your impression of what those mean. And then kids basically, it gets totaled up to create a total score. So here's

an example of what this looks like: student ID, student name, and then these items, and then a total score goes there. So if a kid has a total score of zero to three that indicates low risk, there's

not a concern. Four to eight indicates moderate risk. And then nine to 20 means high risk. And again, three times a year so you can see how kids are scoring. So like if all of a sudden I'm low

low, low, high, that's an opportunity, it's like what happened? Something's going on with Kathleen because her score jumped. So when this instrument was first developed, it was developed

for elementary aged kids. And we've done a number of studies looking at this at the middle and high school level. And we're currently in the process of adding additional items to this to better

predict kids with internalizing behavior patterns. And I'll tell you a little bit more about what that means. And some people, as I mentioned earlier, are considering the possibility of developing

a study with us to look at that further. But I want to show you what this looks like in a middle school. So let me tell you about this. This is one middle school and they started this program

in fall of 2004. So they screened all of their kids this way. First period teachers rated their kids, so it didn't matter who you had for first period. It could have been math. It could have been

PE. It could have been English. And they evaluated those kids about six weeks after the school year started. Of all the kids in their school, 77% were in the lowest category, 17% were at

moderate risk, and 6% were at high risk. After one year of implementing their full plan, they had, excuse me, 86% at low risk, 11 at moderate, and 3 at high. By the fourth year, it was close to

90%, 7%, and 2%. By the beginning of their fifth year, they're down to less than 1% and 6% here. And this vice principal will tell you his job is completely different. There used to be

kids lined up outside the office, waiting to be dealt with for office discipline referrals. And now he describes himself more as an interventionist. They do the screenings, he puts in other data

like how many -- how they did on their progress reports, if they've had any office discipline referrals, if they've had anything going on. And then he calls the kids in and says, you know, here's

what we're noticing, here's what we're prepared to do to help you. It's a very much a problem-solving process. Now this year, and when I think about your team that was talking about issues

of teacher changing and administrators changing, at their school this year, they had a slight increase in risk and they initially started to panic. I'm like, don't panic. They've been collecting

treatment integrity data. We went and we looked at it and what had happened was their treatment and fidelity data, you know, like if you do the set, you get that measure. Well, this school actually

has teachers self-evaluate twice a year how they're doing on all the pieces. So we went and looked at the teachers' treatment integrity data and we realized that they had hired a number of new

teachers, but they never got explicit training in all the program parts. So like they were giving out tickets, but they weren't paired with behavior specific praise, so the academic targets were

less clear. So what they did is a boot camp, they retrained, and they're right back on track. Make sense? And I also want to say something. This is one of the most exceptional schools I've

ever worked with. When we first started, they had 63% who wanted to do this. There was a lot of resistance. They were not thrilled with this idea. But they came up with a brilliant idea, which

was theirs and not mine. They asked all of their teachers to sign a no-sabotage clause, which meant they all agreed to not say anything negative about this program to any child. Because if I think

you're really cool and you say this is dumb, I'm going to think this is really dumb. So they agreed to that, and one man in particular was very negative. And he stood up in the first meeting

and he's like, you know, no disrespect, but I'm been teaching for X number of years and this is just one more thing rolling in and it's not going to change anything. And it's just, you know, we're

going to do this for a year. You know, the same spiel that we hear all the time. By this year, I want to give him full credit. He stands up in the same faculty meeting where we were sharing

data and I thought, oh god, here it comes again. He's like, I just want to say publically I was completely wrong. He said, the climate here is very different. This is the best thing I've seen because

it's a way of coordinating what we do. He now actually went and got his own school, brought this whole program there, and trains in their district on how to do it. So I encourage you to

be patient. And we didn't -- we didn't abide by the 80% buy-in rule because I think sometimes we just simply have to move forward. And I do believe if people will be faithful in implementation

it will work. So this is an example of that middle school. And the other thing I want to show you about this is because there was so much resistance to this, we did a couple of different

studies to help give them evidence that this was worth their time. So one of the things we did is with the elementary schools that were feeding to this middle school, they decided to complete the

one I just showed you where you sort them into the two piles and the one-page one. Because they were having trouble making a decision as to which one to use, so they started by doing two three

times a year to see which one they liked, which one they thought would work. And these are called ROC curves. And this is a way of comparing two different screening tools. So if you took

a line and divided it right down this box, that's like flipping a coin. Do I say kids at risk or not at risk? This AUC is area under the curve, is .95. And in very simple laymen's term, that one

page screener picked up about 95% of the kids that were found in this sort them into two pile things for the acting out dimension. And one takes 45 minutes and one takes 10. But this instrument

that one-page one, was not used to figure out who has internalizing issues, but check this out. This was exciting to me. It actually predicted -- it captured about 80% of the kids with internalizing

issues. So that seemed really cool to me, and that's why we're doing this whole next set of studies to figure out what additional items can we add to that short measure to improve prediction for

these kids? And we've done two pilot studies right now, and we can't release it because it's not ready yet for distribution. But there are five additional items that improve this to close

to 85%. And that's very exciting. I don't think we're ever going to be as good at predicting internalizing as we will externalizing because of the nature of the behavior. I can look like I'm doing

just fine, but those little hamster wheels are going pretty high, you know, inside my heart. And you may not know that. To me, like the end game goal, what would make really happy at the

end of my life is if every school had the option of a free, systematic screening tool that could find kids that have internalizing and externalizing issues that would take under 20 minutes of

teacher time. Would be so, so helpful for connecting kids to supports. At the middle school level, for that one school that I was just telling you about that was challenged by not believing

this is like too good to be true, here's what we did. We took those fall data that I just showed you from their first year and we waited all the way to the end of their first year. And then we

went back and found out information on every individual child. So not group data, but individual child data. So if you look at these 422, those were the kids that were in the green bar

By the end of the year, we waited for the whole year, those kids in the green had earned about one and a half office discipline referrals on average for that group. The kids that were in the yellow

that at moderate risk, they earned about five office discipline referrals over the course of the year. And those kids in the high risk group earned on average eight over the course of the year

So that one ten-minute screening that they did right here at the beginning of the year predicted how many office discipline referrals those kids would earn. It also predicted in-school suspensions

with rates very high for the high-risk kids that teachers told you at the very beginning of the year were struggling. And then for every teacher that has -- you know, it doesn't matter because

I just have to focus on academics because I'm under so much pressure. I get that, but check this out. For grade point average, the kids in the low risk category earned, by the end of the year, 3

.35 grade point average. The moderate risk were at 2.63 by the end of the year. And these kids were at 2.32. So the grade point averages are dropping according to risk. There is no statistical

difference between these two, which means you should be concerned at any sign of behavioral risk because it's predicting how kids do academically. And then to fail in middle school, what

do you have to do? This is the part where you respond. It's kind of chaotic when you all shout out like that. How do you fail in middle school? You have to not turn stuff in in middle school, right

Watch this. Look at the number of classes kids failed. In this group, on average less than one. On this group, on average by year, almost three. And by the end, these kids had failed four school

four classes in middle school, four. So the question becomes, and I'm sorry for Mr. Cameraman, is this ten minutes worth it to predict how many kids -- who's going to fail and who's going

to get in trouble? Is it worth ten minutes? This is the part where you guys say amen. Amen, it's totally worth, I think. We've done similar studies at the high school level and find the same results

And many people don't believe that this is like too good to be true. I want you to know that some schools have even done like two raters, so they have like a second period and a seventh period

teacher, thinking that that would improve predictive validity if they had two raters. It doesn't. Teachers are good judges of behavior. And that behavior predicts how kids do academically. So

this is a ten-minute screener. At the high school, it showed even stronger results in terms of look at these ODR rates for kids at the high school level: low, moderate, and high. Look at grade

point average: low, moderate, and high. And again, no significant difference between risk categories on both those. But it is predicting who's going to have trouble later. And we see this in rural

and urban and instructional and non-instructional raters. And we've seen this time and again. Failures, look at the difference there. This is high school. One, three, five. And that is significantly

different for every group. And this grade point average is significantly different. And let me tell you what these data are. They took their spring data, so teachers had known the kids for an entire

year, and they predicted how the kids would do at the end of the next year. That's how good you are in terms of knowing how kids are doing. So when you think about this one, I'd like you

to have a quick conversation about the SRSS. Ten- minute screener, couple times a year, what do you think in terms of feasibility for you and potential utility? Teachers are good judges of behavior

and that behavior predicts how kids do academically. So this is a ten-minute screener. At the high school, it showed even stronger results in terms of look at these ODR rates for kids at

the high school level: low, moderate, and high. Look at grade point average: low, moderate, and high. And again, no significant difference between risk categories on both those, but it is predicting

who's going to have trouble later. And we see this in rural and urban and instruction and non-instructional raters. And we've seen this time and again. Failures, look at the difference there

This is high school. One, three, five. And that is significantly different for every group. And this grade point average is significantly different. And let me tell you what these data are. They

took their spring data, so teachers had known the kids for an entire year, and they predicted how the kids would do at the end of the next year. That's how good you are in terms of knowing how

kids are doing. So when you think about this one, I'd like you to have a quick conversation about the SRSS. Ten- minute screener, couple times a year, what do you think in terms of feasibility

for you and potential utility? [inaudible]. So they would actually walk out of a faculty meeting with the results of their screening. So they'd go in, they do it, they score it, and they

walk out, and they have an opportunity to connect kids to supports. This one, the strength and difficulties questionnaire, is also a no- cost instrument. It has 25 items per kids. And I do want

to warn you, you can print this out and hand score it, but it is complicated to score it because it actually uses these overlays and it requires five overlays to do it. If you have somebody that's

tech-savvy, though, you can write code. This is how I score it, where you write computer code so that it will score them. But then you have to have somebody that knows how to do data analysis

in that format. Or there's the option for logging in and putting in the information, and it will print out a report of the results. And there's two different versions. There's a four to

ten version, and an 11 to 17. And this is normed in many different languages, I want to say about 65, but please don't quote me on that. This does require one page per student, which can be sometimes

seen as overwhelming by some teachers, although we have many schools that do this three times a year. This assesses 25 items that are divided among five scales, so it lets you know if a kid has

higher than average emotional symptoms or conduct problems, hyperactivity or inattention, or peer problems. And then those four are combined into what's called a total difficulties. I like

this one too because it has a measure of pro-social behavior. And given that we are building kids' skill sets, it's nice to have something that allows you to focus on the positive. And if you're

interested, look up sdqinfo.com and you can see -- it'll guide you through this option. And again, it's completely free. Now if you want to know what it looks like if you were to print it

out, it's these -- this is the front and this is the back. And there are different versions, like teacher, parent, and student versions. Like your idea about screening -- was it your idea? I think

your idea about -- no, somebody here had an idea about screening people like when they were enrolling kids that were coming into schools. You could have parents do that piece of it. But you need

to wait to have teachers have time to be with kids rather than filling out those ratings when they first enroll. Now when you think about how to use these data, I want to emphasize that a

lot of people think that they're ready for tier two, but I really, really think it's important to look at your data to see if you are, because I was -- sometimes you get profiles like this, where

when I look at the emotional symptoms results, and this is winter 2009 and these are not my words, these are the words for the instrument on how they characterize these stages, so it's normal

borderline, and abnormal, this I would say, yeah, they're ready for tier two or tier three intervention. But when I look at these other areas, conduct problem with 66% of the kids in the normal

range, 59% of the kids are in the average range on hyperactivity impulsivity, peer problems 64, when I look at this that only 50% of the kids are rated as being in the average range on social

skills, in my opinion this is not the time to be doing targeted supports. If I was a building leadership team member, I would look at this and say, we need to shift our primary prevention

plan. Because that's simply too many kids. That means there's issues with the primary plan. And that's why I think it is so important. We've been working with a new partnership with this school

and they really thought they were ready for secondary supports. We'd done all this training, we went out and did their first screening. They have less than 50% of their kids in the target zones

on two different screeners. And you know, it was very validating for those teachers because it validated what they've been dealing with. And that information is being used very well because they're

restructuring their primary plan. So I urge you to use these data in this way, and to also realize that, you know, we can still look at it longitudinally, and we should, but the focus of

the intervention needs to be driven by the data that we have. And this is a different school, these are data from fall 2005 to 2006. And you can see after one year of plan implementation, we saw

these changes. But again, it is not a randomized trial. It's not a single case design study, so you cannot infer causality. This is describing what's taking place at this school where there was

high fidelity. The nice thing too about using a measure like the SDQ is it allows you -- like one person I just chatted with was a social worker. This could be a way like to look for kids

that have specific areas of concern to hook them up with either a guidance counselor or a social worker. I can be more explicit about connecting kids to specific supports according to their individual

needs, so this gives you a little bit more information to better understand where the areas of concern are. But I want to emphasize all of these are just screeners. They're not diagnosing

kids with anything. They are saying there is potential for concern that these behaviors might be impeding their instruction. But it does allow us as a more explicit way to connect kids to supports

The next one I want to show you is an online version. How many of you do AIMSweb screening? Okay, so this, if you already have the online package for AIMSweb, this is their behavior component that's

also available online. How many of you are school psychologists or have any experience with like the BASK? The way this measure came to be about is you have your normal BASK, they factor analyzed

and did some studies and they extracted items to constitute the BASK [inaudible]. So this is a member of that whole family of tools. They now have a screening that allows you to look for kids that

are showing soft signs of these concerns. And you can get parent permission to do the full administration. But this gives you a one-item score that captures these collective problems, problems

with internalizing, externalizing, school problems, and adaptive skills. And there are different versions. There's a teacher version and student report version and a parent. And this is another

one that I mentioned to you about the preschool being another option. And I don't know the exact cost today, but there was a period of time where they were just charging an extra dollar per kid

to do the three screenings over the course of time. You can also buy the printout versions where you can scan -- like bubble them in and scantron them. Yes? AUDIENCE MEMBER: They're also available

in Spanish. KATHLEEN LANE: Yes, and it's available in Spanish. AUDIENCE MEMBER: [inaudible] KATHLEEN LANE: Yeah. And they've done -- and they've done assessment -- or done reliability with English

learners, which is excellent. If you're looking at doing this on an online format, like they're -- when you enter these, and I just this last year personally scored and entered 628 of these, and

it took me about two days of just one on one time, which is not a lot for that amount of kids. But then you can print out these group reports for kids -- or for teachers. So this is one

teacher's class. This is the number -- these are the kids in her class that are extremely elevated. Here are those that are elevated. And then this list would go longer, but these are the kids

that score in the normal range. This one also has a number of validity indexes so you can see if teachers were making a patterned response. Not as blatant as the Christmas tree patterns of kids

taking the SAT, but close. And then you can see if they're overly negative. So this gives you a snapshot of time. And if you do this online system, it hooks you up to every intervention

imaginable. And it has recording systems. I recommend that you hire a trainer to come help you with this because it can feel a little bit overwhelming. But this is a web-based program. And you

can still look at these snapshots in time. This is a timed one and this is a school that was screening just twice a year, and you can look at fall to spring comparisons over time. The other

thing I want to show you is the same publisher also publishes the social skills improvement system performance screening guide. This is developed by Frank Gresham and Steve Elliott. And this is

also a collection or family of tools, so it has intervention supports as well. So you could, if you picked this as a screener, you could put their intervention program in place. And this part's

a little bit confusing, but their primary prevention program is called the class-wide intervention. So it's teaching the top ten social skills. But you can buy that and then they have a whole thing

of targeted supports. Back in the day, they used to have the social skills rating system, which was published in 1991 in the intervention materials. It's all been ratcheted up a notch. And

for this screening, this screening tool assesses these four behaviors. And this is just four items per kid. So it's pro- social behavior, motivation to learn, reading skills, and math skills. And

they have -- they say it's available for primary, elementary, and secondary. This is the only measure that I'm aware of at this point that is a one-item motivation screener. So if that is an issue

of concern at your school, this might be something to consider. And because these are both published by Pearson, if you buy Bask, that screening, they give you the two items for pro-social

and motivation to learn off this, and that's why I'm showing you these together. So if you pay that money, you get this information as well. You can also, if you want, just simply buy these

books. And they're about $2.50 for a class. And I want you to imagine opening the first page on this. It kind of reminds me of like a flip book. And in it, it gives you like guidelines on what

is a five, what is a four, what is a three, what is a two, what is a one. And for the pre-school version, it's only a four point Likert scale because that's the way it fleshed out. So it's four

pages with descriptions of each of those. And so imagine that that cover of the book is covering this whole thing up. And then when you do the screener, you write in your kids' names and

it's like a flip book so that when you open it up, there's a shorter page. So these are covered by the next page in the booklet and you rate pro-social behavior for all your kids. Then you open

the next page and open up -- rate all the motivation to learn. And then you open the next page, which is much shorter. You rate reading skills and then math skills. And there on the page that

you flip open are the definitions that you can use to make determinations about how to score them. So you simply have your class roster, you check to make sure there's no missing data, and

then on the very last page, it has the thing where you write the names of the kids who showed up anywhere in red, and then the names of the kids who showed anywhere with a two or three. So these

are your high risk and these are your moderate risk kids. So you can do this paper/pencil. Super simple to score in terms of teacher time. And again, you walk out with a plan where you say

here's a student and here are the actions to be taken. And when we come back from our break, I'm going to show you a little bit more about how to use these data to connect kids to supports. But

I can look at these over time: math, reading, pro- social behavior, and learning to inform instruction. So when you come back from your break, we're going to talk a little bit about how

do you choose the best screening because, honestly, I don't think the question is, should you screen? I really think the question should be, how should I be screening for behavior concerns? So

when you come back, let's go ahead and take a ten-minute break. And when you come back, we will start on what to do in terms of making decisions about screenings. The next thing I'd like

to just encourage you to do is think about how best to choose a screening tool. In one of the handouts that's posted on the website, we have a graphic like this that lists each measure and they're

listed here in the same order that we've talked through them. Tells you about who the authors are and whether or not they cost and where you can find them. And just a gentle reminder that the

SRSS, there is no place to ask for it. It's something that you make. Just make sure that you use those correct items. When you're thinking about which screening tools to consider, there's

a number of factors. There's time, there's money, there's perceived benefit. I would want to know, like if you're already using AIMSweb, it might be easier for you just to jump onboard with one

of those. What I was hoping you could do is think a little bit about which screening tool you're considering using, and we're going to take just about four or five minutes to think about which

ones are on your radar at this point. And then we're going to move into some illustrations about how to use information from these in conjunction with other data to make decisions about

how to support kids. And we're going to conclude today by offering some questions to think about in terms of permission and legality and who's going to do what. So it'll be the nuts and bolts

by the time we get to the end. So let's take just a couple minutes and chat. Okay, thank you very much. I appreciate the conversations that you're having, and it sounds like a lot of teams

are already to the point of logistics, so they're looking for ways to make it happen within the building. And I'm glad that you're being considerate of people's concerns. Because right now, what

I'm hearing you talk about is, I'm worried about the time it's going to take to do the screenings. What are we going to do with the kids when we find them? And those are very legitimate concerns

So a couple things I am just going to touch base with you on before we go into this discussion is it is something that should not be decided lightly. I do think you need to pick a screening tool

to be completely honest. But I think that you need to be wise about the ones that you're going to select because you will need to respond when the data happens. But remember, like if you

screen and you realize you've got all these kids in the red, that doesn't mean you're going to have to do targeted interventions for every single kid. It means you'll reevaluate your primary plan

So you're going to be smart about how you do this. The other thing I want to emphasize is your teachers already have a very, very full life. So we do not want to give the impression to teachers

that each one of these targeted interventions, whether it's tier two or tier three, means it's something else different for them to do. I want you to think about this more about as a way of organizing

what you already have in your building, and being a little bit wiser in how we're using resources. For example, if you're in a school, like an elementary school where you have a lot of parents

that drop off and pick up, I would absolutely maximize that. So if I were running intervention blocks, I would run them immediately when the school starts and immediately when it ends. And let

me tell you why. They're there. They're already there. They're not going to sit in the parking lot for 45 minutes while you do circle and calendar and all that other stuff, which is the foundation

of America. And I understand that, but I'm going to rock your world by saying move that back 30 minutes. And then think about how you're doing it. Like I am not suggesting that you should

bring parents in to work with your tier two needs or your tier three needs. You need manpower to free you up as the trained people to work with the kids with the highest need. So when I'm thinking

about intervention blocks, and some schools have listened to this and have done a fabulous job. One of the elementary schools, they have an AM and a PM block. So it's all hands on deck. They probably

have 30 or 40 parent volunteers. That's when their para pros will come in. They come in in force as well. So it goes like this. The entire school's in tier two at that point because tier

two is not just remediation. It's what extra you need. It might be you need your -- you know, you've got like five kids that are exceptionally gifted readers, so they might be doing a book study

during that time. That book study could be led by a parent. It might be that some kids just need more practice on building facts. So they might go to a math fact building, and that could

be run by a parent. But you as the trained teacher, the special education teacher, the school psychologist, you would be the run -- running the friendship group or the self- determined behavior

group. Or you would be the one running the reading intervention. So imagine it like a blank template. Think about your schedule. Think about middle and high school. If you did something like this

that if you start -- and most of the high schools that we've supported, they picked a time of day and they did like an assembly schedule type thing. And every single kid went to what they needed

And the first school that did it had about just 500. The schools that do that now are at 1900. So it's like you're thinking about resources, but don't be thinking about ways to add more for

your teachers to do more wisely. Think about resources to bring in. But the people with the most training should be working with the kids with the greatest need. So please use the people that are

coming into your building wisely. Also like when I think about paraprofessionals, they're one of the most underutilized groups. One of the schools we worked with, we purchased these programs

called -- it was called PATR kits, phonological awareness trainings for reading. It's like a game format. So we pulled all the para pros in the building. There were eight of them. We taught them

how to do it. We worked through sample lessons. It was like I do, we do, you do. We taught them how to do it. Then they all had these kits. So then when it came to breakout time, they could go

do these groups Monday, Tuesday, or Monday, Wednesday; these groups Tuesday, Thursday. And they were completely independent, but they had fidelity forms to keep track of which kids were

there for how many minutes. And everybody had a fidelity form. So that means that anytime -- like if you were working with any group of kids, you would know who was present, how many minutes they

got, and how much they participated. Because again, just because you're sitting there doesn't mean you're participating. So there's ways to be very strategic about it. We do not intend to

overwhelm. We just need to work smarter. George Sugai says that all the time. You know, don't work harder, work smarter to coordinate what you already have. The other thing I'm going to

encourage you to do is, and this is what I tell teachers that I train, open up your community map and look to see what's around you. Like if you have a senior center nearby, do not bring seniors

to your school because they will get sick and that's not good. But they could be fabulous people for recording books on tape for you or doing storytelling. And you could do things with media that

way. One other community had a huge homeless shelter, so they did extra parent outreach for like parenting at tier two. Or how to build positive behavior interventions and supports in your home

for key target times: bedtime, bathroom, and homework. So it's not like we're saying, here's how you parent. We're saying, these are supports that are available to you. So it's push out and

pull in if that makes sense. So look broadly to see what you already have there. Some people have Big Brother/Big Sister programs. There's a million things out there, so I just encourage you to

get outside of our box. And I know -- and I've seen visibly shake when I say we're going to change your master schedule, because I do know how hard those are to make. I get that. You're like, what

the hell? It's all right. One school did this thing where it was called -- it was Tuesday Time. So every Tuesday, they ran an extra 35 minutes where 100% of the kids went to something, either

study skills, conflict resolution skills, transition stuff on how to get ready from high school to life. There was another one on ACT prep that was done. So there are ways to do it without killing

it. And it can't be one person. You cannot be the one-hit wonder of tier two because you will burn out. And the other thing is, and I'm going to invite you to think about this a little bit

is that I think a lot of it needs to be giving teachers strategies that they can improve on and use. So the first line of defense should not be thinking about how to fix a kid. It should be like

if I look at my profile of my classroom and I've got, you know, 30% of my kids are struggling, the first thing I think we should do as teachers is think about what can I change instructionally

and behaviorally about me that could help this be better. Am I praising enough? Am I building in enough choice? Am I giving kids enough opportunities to respond? And if you change some of those

teacher variables, you are going to see collateral effects in kids, and then your number of kids that are going to be in the green are going to go higher. And then I move in for tier two or tier

three. And I have to say, I think teachers are one of the most respectful groups of professionals. And most teachers are very interested in this. So in our ongoing professional development

in building these models, we have entire schools come through training. And we say like if it was a faculty of 25 people, we say we'd like you two to become experts in self-monitoring, you two

to become experts in praise and increasing opportunities to respond. We want you two to become experts in behavior contracting. So every single faculty member on their staff becomes an expert

in some aspect of tier two, either tier two for teachers or tier two for kids. And then we leave the tier three typically to the behavior specialist, social worker, school psychologist. So

that does not mean if you are in charge of self-monitoring that you run around and do all the self-monitoring plans. That means if I have a kid that suggests they need that support, I can go to

you and you'll explain it to me. Some schools have these toolkits literally that are buckets. And it opens up, here's the forms, here's how you do it, like little how-to sheets. Some of them have

little CD downloads. But you -- there are two people on site at every school that can teach other people how to do it. So that way nobody's perceived as, oh, that's the kiss-ass person that's best

friends with the principal and does everything. It's like we all have a job in being experts. The other thing is the reason for two people -- you're all like, I know that person! I am that

person! So the other reason for having two people is that if one person moves, you don't lose the institutional knowledge. So there should always be a partner and ways to stay current. And that

way you can stay current on what's the new literature on what works with that. If you're thinking about screening tools, we do have this book available to you if you're interested. This

explains why you should screen, and there's a chapter on each screening tool. So I know I speak really quickly and I've done this very quickly, but in this it shows you what each tool is, how much

it costs, how to do it. There's a list of commonly asked questions. There's, for those of you who are interested, information on the reliability and validity of each of these. And then we have

an even- handed discussion of here's what we think is good about these tools and here's what we have concerns about. And then there are illustrations about how to use them to measure snapshots

in time and how to look for kids that might need more. So the things that you're probably going to need to think about are these. Like who should do these screening tools. And remember, this

is not teachers working with kids. This is teachers thinking about kids, filling out information. And then you're going to think about, well, should my specials teachers do it? Or is it second

period or third period? And we have recommendations on what to do. Who should prep them? It should not be an office assistant. It needs to be somebody that understands the laws of confidentiality

and can ensure accurate preparation. And then when we think about who fills them out, who's going to score them, and how should we share them, this is something you would never email to anybody

Because god forbid it should go to the wrong place. So we want to make sure this information is really -- you think through the logistics when you're trying to decide how you're going to move

forward. Then the next thing you need to think about is how do I use these data to support individual students? So right now, I'm talking specifically about tier two. How do I find and support

kids? If I've changed my behavior as a teacher, I've done what I can, what do I do next? What we recommend is a step-by-step approach where you start by making just a one-page sheet of how

you assess what's going on in your building. Like when do you benchmark on academics? When do you fill out progress reports at the high school? Look for natural times when you're already

collecting information, and look for natural times when you're meeting. Most of you have like leadership teams. There's like a CLT/BLT lettuce tomato whatever. You've got regularly planned meetings

already, I know you do, to either meet at a department level if you're middle or high school, or grade level teams in some middle schools. Mostly it's grade level teams and elementary. Look for

the places you already meet. Nobody needs another meeting. We just need to work to make sure the data from this get looked at in these meetings. And then this highlighted part, I'd like

you to just think about this. And this isn't a short process. This would take a little time to do. Start by making a master list of everything you have in your building that is extra: good, bad

whatever. What are the extra things you do? Do you have a homework club? Do you have a book study? Do you have a psychology club that does community outreach? Make a master list of every extra

support. Do you have self-monitoring programs? Do you do check-in, check-out? Do you do behavior contracts? Do you do function-based interventions? And please remember, a support is not a

person. It's what the person does. It's like if you're a social worker, if you're doing small groups for kids that have common areas of concern, then I want to think about what is it that I do

Like I might do problem-solving around, you know, getting to school on time. That's a huge issue for a lot of kids. And we often find it's not because the kids don't want to be there. It's the

logistics of the morning that make it very hard for them. Some of the kids we've supported in the past, the issues turn out to be my mom works nights; she can never find her keys in the

morning. I don't have an alarm clock, so I can't get up. And I always am missing the bus, which means I have to take the city bus, which doesn't come till such and such time. There's a million

things, so those to me are -- you know, let's not be mad at the family about that. Let's support that context. So we've had kids as young as kindergarten where we make plans for them of

leave -- we're going to make a little laminated note and a picture for your mom that's going to say, welcome home, mom. Put your keys on the hook by the door. Or welcome home, mommy, put your keys

in the tray. And we teach those kids to set an alarm clock, lay out your clothes the night before, and make sure you have your lunch money or your bus money. And I know there's a piece of

you that feels sad for that child and it's like why don't they have June Cleaver, who's vacuuming in pearls? And I get that. And if anybody is vacuuming in pearls, I apologize if I've offended

you. But instead of feeling sad for that kid, I think about that as building that kid's self-determination, to show them that they've got the skill sets they need to have this problem and be able

to empower them to be successful in that context. And for some kids, it's just the whole nightmare of the morning. And when I was teaching, I taught in a very low-income area. I'd have some

kids, it's like they had an alarm clock, but they didn't have electricity. So I'm like, okay, then we need to get you a battery-operated -- and I remember doing this. You know, I've got a Cinderella

alarm clock at home. I'm going to loan this to you until you get your electricity back on. Whatever it takes is the motto. And that could be a tier two support. It's a problem-solving thing

So it's not like you're hammering some kid's ass for being late all the time. It's like help me to understand why you're late. What can I do to help? And then you literally make a plan, and that

becomes their treatment fidelity checklist. Did I lay out my clothes? Check. Did I get this done? Shoes, socks, hair, potty, teeth, get in the car. It's their equivalent of that. So once

you have this master list, then I want you to think about who are the kids in my building that could benefit from that support? Kids that are late to school. So I would look at my tardiness data

Or if my thing's on managing aggression, like if I have a school psychologist that can run anger management groups, then I might think, okay, I need to look for kids that are in the very high risk

category for that type of a group. Or I might look for kids that, you know, are really have -- you know, they don't -- they're not doing well socially. So I might look for kids that show up as

having higher than average peer problems on the SDQ. So I think about what are their entry criteria. Like how do I connect kids to find kids that might benefit from that? And no matter

what you do, you have to collect information to see if it's working. But don't kill yourself on this. So like if you have a problem where kids are simply not turning in work, then your monitoring

of whether or not your intervention is working is your grade book. What percentage of assignments did they turn in, and what was the accuracy of those? That's the great metric for a behavioral

contract, where you set a goal for a kid. My goal is for you to get 90% of the assignments in, and I'd like your average for the week to be 80% or better on those assignments. How many of

you have something like Engrade or Parent Connection, some electronic system for communicating with parents, where you log in homework and attendance? Anybody have that here? If you have that

that is such a helpful tool for parents to be able to support you in making sure that their kids have, you know, what they need and it's turned in. And then figuring out exit criteria. So

I'd like you to imagine this as like a giant sheet of paper, and this is one row, this is another row. After you've listed your supports, we encourage you to write the description. And this needs

to be precise enough that any parent could read this and know who's doing what to whom, and under what context. Like if for me, like if you designed an intervention for my kids, like Nathan

does not -- or at one point did not have the best organizational skills. If you designed an intervention for him that was a before school intervention, that would be hard for me to do as a working

parent. But he's in Fun Company after school, so after school time would work. If it requires transportation, like home, like if it's going to miss a bus and you have to do that, that needs to

be in there so that parents don't get their hopes up for these interventions and realize they're not going to be able to work it. Then you define your school-wide entry criteria, how you're

going to monitor progress, and then when it's going to be done. So this becomes a blueprint, and I literally mean this. Most of the schools we work with have a huge poster when you first walk

in. It describes that whole CI3T model. There's a picture of that and it names like this is the bullying prevention program we do. Here are school-wide expectations in the grid. They post

this like on giant like corkboard type thing of every support that they have offered in their building. It's completely transparent. There's copies of the behavior screeners. So parents walk in

and out by this every day. None of this is a secret. It's showing how committed you are to doing whatever it takes to support 100% of the learners. So just to make this a little bit more

concrete, I wanted to show you just a couple of quick illustrations. One of these is looking at a tier two reading intervention that was done to help kindergarten and first grade kids stay engaged

during tier two for reading. So this is what their grid looked like. So it defined the support, which is small group reading instruction with self-monitoring. And I want to emphasize there are

other kids in that reading group who are not meeting the self-monitoring piece. So it was like that illustration we talked about at the beginning. I might be the only one self- monitoring in your

group. And then we define what it is, that it's a reading group, 30 minutes a day, three days per week, and they're monitored on these things. They're using a little checklist of reading

readiness components that they're going to complete every day. Who are we going to use this for? We think this would be a good idea for kids that have this behavior concern so that scoring is moderate

or high risk on the SRSS. And they had to be below benchmark. So those are the kids we would consider and get parent permission for those kids. Then we would use the normal probes that you

do on a weekly basis, and they have their daily self-monitoring checklist. And how do we know it's time for them to be done? When they screen out. So the next time you do your screener, if they're

no longer meeting those criteria, then we would fade. So if this school was going to use the student risk screening scale, it might look like this. This is just a snapshot, so this is one

classroom. So here are the kids. They've rated these kids. This is the total score for the SRSS. This, remember how I said the score of zero to three is in the average range; four to eight is

moderate; and then nine to 21 is high risk. And then the teacher inserts their AIMSweb measure for that particular benchmark. So for this intervention, these three kids have both a behavior challenge

and an academic challenge, so those kids got connected to this support. There is no arbitrary decision here. And this is why it's important for 100% of your teachers to do this screening

And you have to support that by not letting kids in if they don't qualify by these standards. Does that make sense? Because if you go back to saying, if your teacher thinks you need it, that's

fine; it doesn't matter if she didn't do the screening, you're not making a database decision. And you're not ensuring equal access for all kids. Yes? AUDIENCE MEMBER: [inaudible] KATHLEEN LANE: See

if you get enough of that, then you might -- right. And then if you have a parent community that wants to do that, then you might build into this that you will allow the parent to complete a screening

tool. So that like you might pull down the SDQ, but it can't be a universal -- if it's -- most states, and you need to check your own guidelines for what is required in terms of parent permission

but for many states and many districts, if it's a regular school practice, parents absolutely need to be informed as to what it is. But some states require passive consent, like we're going

to do this, let us know if you don't want us to. 100% of schools we've worked with, we've run everything through the research and evaluation department, and their attorneys if they have them, to

make sure they've read every item. And most of them determined that these are educated related behaviors, like behaviors that influence instructional performance. And so they don't require parent

consents, but parents have to know it's happening. Like in the state of Tennessee, my daughter brought home this thing and they had instituted -- I wish this jacket fit so I could button

my coat right now when I tell you this. But they just instituted BMI screenings to look for kids that are overweight so that they can do targeted supports for those kids, not that I need that

And if you see me binge eating on the rest of these chocolates later, we're just going to ignore that. But it's part of what I expect at her school. They did vision, they did hearing, they did

BMI, they did reading, and they did behavior. And I appreciate that as a parent. But we also want to explain when we're building this model, we take a full year to build it. It's a whole

year of planning. They do focus groups with parents. All stakeholders get input, so it's not a shock. Because they need to understand we're using our powers for good. We're not doing it to label

their kid and exclude them. We're doing it to bring our kids in and support them more effectively. So does this make this a little bit more concrete for you about how we find them? Now the

next thing is once we figure out which kids are going to be in it, this is an example of a self-monitoring sheet for a very young child. It would look completely different at the high school level

It would just be words on a page and they would track that. But for these kids, it's a combination of icons. And if it says, did I come to the reading table when my teacher called me? Did I read

my book? Did I build words or practice sounds with the tiles? Did I tap the letter sounds? Blah, blah, blah. Did I practice the trick words? Did I follow my teacher's directions? So the

kid fills this out, and so does the teacher to make sure that they're seeing the same things and that the kids are being honest. This is an example of a treatment integrity form that I keep talking

about. So this tracks the teacher's responsibilities during that time. Did the student come to the table? Did he read his book? And you can see that like it could be that David did, but Travis

didn't. That's why you have to check who did what during the group. And some things are strictly the teacher's responsibility. Did I prompt the student to complete the checklist after the

activity? And this makes it so much simpler. It's kind of like carrying around your Weight Watchers thing that it reminds you. Track your points. Don't -- avoid the banana split, blah, blah, blah

So this is an example of a treatment fidelity form. Another illustration I want to show you is more of an academic nature. We worked with the district for a long time and we focused on reading

and behavior. And then we identified their next area of concern was written expression, and particularly they were looking at supporting kids that had interfering behavior problems who were also

poor writers. So we actually wrote -- and I did this in conjunction with Steve Graham and Karen Harris, who are currently at Vanderbilt and are getting ready to make another change. And

as part of this, we actually wrote a grant in conjunction with the district through the Institute of Education Sciences and received a goal two grant to conduct this study. And it became a line

item in five different schools. And this was a specific writing intervention called SRSD, self-regulated strategy development in the area of writing. And we looked for kids screened in

on one of these two screenings, or both, and that had below average written expression. And so it looked, again, like this. This time, here's their SRSS scores, and then that sort them into two

piles: internalizing, externalizing. These are the kids who exceeded normative criteria. And this was the kids that were below the bottom quartile in terms of written performance. So in

this particular class, there are three kids that met criteria that got Project Write. And what we did as part of this, this was a randomized trial because this was a study and it was funded. So

what we did is we invited all second grade kids who had both the academic and the behavior concerns across those five schools. There were 61 kids that were eligible to participate in this. And

I could kick myself for this every time I see this slide. Only 49 of the parents said yes. And I couldn't figure out -- this is the lowest response rate I've ever had in a study. And we took those

kids and we randomly assigned them to either get the intervention, which is learning this writing strategy, which we delivered one to one, but we still considered it tier two because it was a

very short intervention, or control practices. And I later found out, because I had a number of parents call me to say that they changed their mind and they wanted to be in it. But after a randomized

trial starts, you can't admit new people into this. So finally, one of the parents told me in the consent letter, we explained that it would be one to one tutoring, where we would actually

have somebody come out. So when they read the word tutoring, what did they think? They had to pay. So I didn't emphasize that it was no-cost. But we did everything to like -- it was one to one

it was during the school day. I could kick myself for that. So good lesson learned. So we did this. And if you're interested in reading about these outcomes, it is published in the Journal

of Research on Educational Effectiveness. But in short, kids were able to learn this strategy. They were able to apply it, more so in situations with the research assistants rather than back in

the classroom. But this is a good demonstration about how to link with a district and a university to skill build. Now these teachers liked this intervention so much, they were all trained

in it and are doing it as part of their regular practices. And some of these teachers actually do it class-wide now as an intervention because they were so pleased with the results. Another

one I want to show you just very quickly at the middle school level. We had -- and you see this symbol? Pi beta sigma. This was a -- that first middle school that I showed you that had those data

that were so impressive that they changed over time? During their first year, they had this huge debate on why kids were struggling. Was it that they couldn't get along with other kids and they

were having problems in the hallways, and then they brought all that into their classroom? Or was it that they simply didn't have enough, you know, good study skills to know how to be successful

academically? So we designed this study for them to be able to answer that question. And what we did as part of this is we had kids go to either a study skills or a conflict resolution using

the same logic, and we looked for kids that had low grade point averages, or who had failed a class and were not participating in a Read180, which was a targeted intervention to improve reading

We wanted to make sure kids had the reading skills to be able to participate in this. They had to have a behavioral risk or have office discipline referrals. So you can see the same logic

applies. So we looked for kids with those common areas of concerns: behavior screening, grade point averages. And they all got to participate in this thing called Assist. And what we did, so we

looked for kids that were rising seventh and rising eighth graders. And I thought this was so smart on their part. We did this as a study. It was completely unfunded. And in middle school

you're not tied to unit allocations like in a high school. So long story short, what they did is they made this an elective class. So it was schedule into their day. They signed up for it with

parent permission. And rather than saying everybody with a behavior and academic problem, you're going to be in this class, they called it PBS time. And they got all the kids hoodies. And Greek

system is really big in the south, so [inaudible] pi beta sigma. All the kids took a confidentiality vow that they would not explain how they got into that. And it became this really cool class

And so parents were calling to find out how they could their -- why are there only 15 kids in that class? Why can't my -- but it was just -- it was done so well that these kids got instruction

in either study skills or conflict resolutions or their regular school practices, which is their focus period, which is the equivalent of a study hall. So again, it was a creative alternative. And

these kids were in this class for one quarter. They also then tried it for one semester. At the high school, I mentioned to you about like the PBS time where kids went to different things

One of the areas that they targeted at one high school was that they had a large percentage of kids not doing well on the ACT. And part of it was that kids were not motivated because they didn't

have funds to go. Well, then the state of Tennessee got the Hope scholarship, which if they scored high enough on the ACT, they could go to college. And the stipend that they would get if they

maintained it, it would almost cover the complete cost of state school. So all of a sudden, kids are motivated, they just -- but they hadn't had a program to prepare kids. So one of their

tier two supports was to target 11th grade kids who were getting ready to take the ACT. And it had all the same elements that I keep talking to you about: treatment integrity and asking kids'

opinions. And it involved 126 11th grade kids. So here's how they used their time. The very first thing they did is they gave all the kids a practice ACT as part of this test. And we got

permission from the ACT company to actually administer a real test. So they -- because you know how that -- do you remember those days of taking those standardized tests? Physically, it's just

very draining. So they got that experience. And then every Tuesday for the entire year, they went to that targeted intervention. And they worked through sample probes so they could graph

here's how I'm doing in math, here's how I'm doing in reading. And then they got information on test taking strategies and some of the hot topics that were tested on the ACT. So they're just 20

minute lessons, and it's not enough to build mastery, but it is enough to say, wow, I'm flat in math. I need to work on this. Or man, I'm really building in this area. So these went on for

the entire year, and then they post-tested every kid, gave them another full ACT the week before they took the real ACT. And long story short, there was an additional 10% of kids in that building

who qualified for the Hope scholarship relative to the previous year's group. And if you look at the pre-intervention year, this is a quasi-experimental design, versus the intervention year, they

actually scored above the state's previous year's performance on every category except for one. And although the effect sizes are very small, we expect small effect sizes with older kids when the

behaviors become more resistant to intervention. So these are just a couple of quick illustrations about working at tier two. Are there any specific questions you have at this point about

how can you make this happen in your building? Or some of the challenges that you are concerned about thinking about this? AUDIENCE MEMBER: [inaudible] KATHLEEN LANE: Okay, well I suck at wait time

That's all you get. Some of the challenges, the number one is going to be teacher time. People are going to be very concerned about that, and they're going to be concerned about logistics. The

other thing I want to emphasize is people are going to want to know what are you going to do with the kids that still blow through those interventions? And again, you do not expect 100% of the

kids to respond, because then we're back to the plastic kids again. So at tertiary, most schools have far fewer tertiary than they do secondary. So these become much more intensive, like one to

one tutoring or very specific, labor intensive strategies, including like function-based interventions. How many of you have access to a behavior specialist or somebody that supports you with

function-based interventions? Good. One thing I just want to quickly show you before we close in this 100- degree room -- I know, I'm afraid to take off my jacket because it's not going to be pretty

When we look at function-based interventions, this is I think one of the biggest challenges is that by the time you bring in somebody and feel like you need a function-based intervention, a lot

of times people will say, well, let's begin by collecting some data. Let's just watch and see how things go. And that's so frustrating for a teacher because you've already blown through everything

else. If you do tier two the way we're talking about it, you will have the data. You will say, I have done this for this many days. The kids have been here. Here's how they responded, which they

didn't, and now I need this. So you can move them to be able to have the data they need to build your plan. But one of the challenges we also face is that it's difficult, because there's

a million different version of how to do an FBA and different stakeholders. One of the models that we focus on has a couple of systematic approaches, which I'm going to show you what you can look

at if you're interested. They involve a function matrix, which is this tool for analyzing data to determine the function. There's an actual intervention decision model that's a step-by-step procedure

that people walk through to decide how to best focus the intervention. And all three interventions have these three components: adjusting the antecedents, adjusting the rates of reinforcement

and then building in an extinction component. And this is an example of a functional relation that shows that the behavior, which is engagement, is better when the intervention is in place

than when it's not. And the thing I want to point out to you, this intervention was started for -- this whole process was started four weeks before school was out. And a lot of people would be

thinking, what the hell? Why would you do that? This woman was pregnant, miserable. She was like, I can't do this. So they brought people in and the first two days that they were there to

do the observation, the kid was pretty much an angel in terms of engagement, and then real behavior sets in. They designed the intervention. This all took place in a week's time. Did the FBA, designed

the intervention. They put it in place; on this day, the plan was breached. It wasn't implemented with fidelity. And then it was withdrawn, and then it was put back in. And how I think

we became successful in this is that we built this model that would really promote service to the community. So imagine in this community, these -- many, many schools have gone through this year

long training. They've built this model. They have their screenings in place. And then we offer this support. Because at the same time we're teaching university students about how to do this, and

I did volunteer my time and I taught all the school psychologists in surrounding counties this same model. So all the forms are the same with what you're learning at the university and what's being

done in actual practice. And then as part of this class where I'm teaching students, I can connect them to real kids that have needs. So we contact schools, and this is all approved. We get

teacher consent and parent consent and student assent. And we contact a school and say, do you have any need? And they don't tell us the kid's name. They just tell us the behavior, the grade level

and how far the schools are, because some of these schools are an hour and a half away from the university. So then here's how it works. They go through a 15-week class with me. They come

in and you're going to learn how to do interviews. Now go do your interview. Now you're going to learn how to do the student interview. Go do that. You're going to learn how to collect ABC data

Now go do that. Does this make sense? So you learn about it, do it, learn about it, do it. We're able to get anywhere from like 10 to 15 to 20 FBAs every semester, free of charge, in the community

Parents get the support, teachers get the support. And so this is a special issue of Beyond Behavior, and that is my family, by the way. Fake little models, very exciting. And in this, if

you're interested in learning more about how to connect to a university to build the capacity to do tier three, the first article explains step by step how we did the process, and it even includes

copies of the consent forms that were used. And then there's illustrations from the elementary school, the middle school one that I just showed you, and the high school. And there's a commentary

at the very end that was developed by the person that helped build this model. So a ton of information is what we've gone through today. The thing I want to emphasize is you should not do

this like right now and get it started before the end of the year. I'd like you to think calmly about, is this a direction I want to go into in building a three-tiered model? I do want you to spend

some time thinking about systematic screening and realizing there's a number of creative ways you can do tier two and ultimately tier three. The last thing I want to leave you with is -- and

I feel like this is the condom speech, but you've got to be really careful before you screen, okay? You shouldn't screen lightly. First of all, you have to build your stakeholders' knowledge so

that you are fully aware. Parents are aware, teachers are aware, your administration's on board, it's been reviewed by your district. And then this requires ongoing training. You do need to have

a group of people that are committed to participating in this screening process. And people need to understand about confidentiality. And it has to be done in a reasonable fashion. Please

don't put this in your teacher's boxes and say, fill this out on your free time, ha ha, and then have it back in a week. We need to give them the time and the expertise to do this. And you absolutely

have to know your state laws to know what your legal implications, whether or not you need informed consent on the front side if you're doing passive consent. Or for many if it's a regular school

practice, it needs to be an informational letter at a minimum. But hopefully new knowledge will happen over time. And you're going to learn more about screening and learn more about connecting

so you've got to have some sustainability structures in your school. So if you're thinking about screening, I encourage you to think about those ideas as you're moving forward. And if you do have

questions, I'd be more than happy to answer them. This is posted on the PaTTAN website, but this is my email address if you need it. And I truly, truly appreciate you being so fully engaged. I'm

going to stick around for questions and allow you some time to chat in your groups, but I applaud you for being still awake at this time of day and for being interested. So thank you very much